Why Was Galileo Sentenced To Life In Prison? | Genius | Chronicle

 

2020 Post #1

listening to Enya, Middle Earth, Rivendell:

it is pretty nice as a writing backdrop...

note to self: ask Madame Bleu if she saw the 2017 performance of 

The Book of Mormon when it came to  Melbourne.

later, I don't know when,  I will look at the older stuff

but start here, unless you really want to go back

to the beginning

but that would be another story, 

Low Tide Desparados 

that was an attempt to figure out  some things form my most unlikely misadventures

This is a return to trying to figure out what to do now... 

what next 

float, write,  make art,

go somewhere and hide out, build an-ultra light and maybe a small sailboat, and write 

maybe make a little art   get a little burro and a few other little friends if I am CERTAIN 

I will stay there...

OR

will I try to step into the spot light and do something

something good

Hopefully

something that seems like it is making things better in some way

not worse... not just consuming resourses 

or taking up space..

there is someone once, and I do like her a lot

but  

I think she's worried that I am still to hooked into you know who...

and I can't blame her for that.

so, I think it has been four years   wow

so much water under the bridge, but  lasting things too    

am I clinging   to things  experiences memories people ???

especially Florencia

I don't know what to do

she doesn't want to be with me  any more

but still much of the time likes having me around 

when it is supposed to be over... 

but sometimes  ... nevermind

Have I needed to villify him   because  Iam so jealous

or is he actually danger to her  

I don't know any more

wow  (((what if   (   wow I never came up with a name for _ _ _ _ lol  )

I  will let go   yet again

What if _ _ _ _ feels guilt  that he didn't beg her to stay

because of what happened to her later

was he just too proud to beg

or was he really THAT commited to her Freedom...

without any manipulation

even though 

manipulation and way worse is what awaited her

because he 

hadn't really tried 

hadn't fought for her)))

(((am I fine 

I am

Am I...

too chill or 

not nearly enough  

amazingly yet again   I have no clue 

Nada

anyway,  I wonder if...   If He worried about her 

when she went off to marry Nic(k)

and if he felt guily 

for not trying harder

to convince her not to go 

not there

not with him

anywhere else maybe   with  most any other guy     

of course she never looks back 

she never  ... not now

he knew

he had not blown things all at once   

it was little by little

but when exactly 

he couldn't say

maybe if he had just ask her to stay

even if it wasn't to be with him

just don't go  

He is NOT who his seems

they had both 

burned for each other so much

night after night for what  three years

right up until   she was was gone

he couldn't believe it 

that he had just let her 

he had just let go

because it seemed like

that was what she really wanted

he had wanted to grab her so many times and swear he would never again 

look at another woman but 

he knew that she knew

he didn't even trust himself

and she had lived throught that   

one had broken her heart

the other her ability to love   a man   

oh she would place herself in harms way again

and again

because it was who she was when she felt that much fire from one of them 

she just couldn't help herself 

and so the ones   who had loved her most   

except for that very first poor bastard who fell for her

the ones who actually loved her and wanted her to be free to follow her dreams  

not just be their little prize on display

and then a little later when the honeymoon was over   

would begin to drag her down   

and little by little erode her will

her ability to put up resistence to anything

both of the men who married her had set out to remake her

so she would literally do...

whatever they wanted, whenever they wanted it

the first one found that to be impossible pretty quickly 

though they both believed that it was true love

true love

even Nic(k) pondered that possibility for a time

her magic was that healing, that powerful

he was amazed by how much she really had lit up his entire existence... but then of course

once he was really able to fuck again

really be on top   

he started thinking he was pretty hot shit

and he drank more and more

smoked more too,

he taught her how to roll cigarettes and she became even better at it than she was

which he liked but of course, also didn't like

he liked thinking he was the best and so many things.

For a little while she went along with everything  

trying to be a good wife

but 

that's enough for today, Mr. Parks... Craig 

you seem exhausted 

go rest for a while

you can come back later today or tomorrow 

we'll pick up where we left off, or start somewhere else in the story

whatever you want is fine.

Thank you, Jessie, I like this way of working... it's a pretty good flow.

I think so to

yes, thanks again

sure, my pleasure, see you.

bye

bye

He sank deeper into the music once again... 

sat there for a minute, and stood up to go to the bathroom 

he would work on something else when he got back

but he might actually rest for a bit even though it was not yet noon

Addison’s Music

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Addison’s Music

The image to the left provides us with a great deal of information about it’s creator.  First, it shows us that Addison has a lot of experience representing her ideas. She engaged in a number of preliminary steps before beginning to write. It also reveals that she adapts materials to suit her intentions. After showing the completed work to the studio teachers, she sang the composition for us. Using her own system of notation, Addison was able to perform the music she had created. Through this very personalized form of play imitating life, she was able to read what she had written. She clearly understood that there is a connection between symbols and sounds.           We knew that it would not be long before she was really reading everything that she encountered.

Putting Things Into Perspective

Putting Things Into Perspective

When children understand something, they create cognitive maps built upon their own research into cause and effect. Once they have such an understanding, they can then begin to make use of it. They rearrange things, try out new possibilities and continue exploring and testing hypotheses. Alison Gopnik’s book The Philosophical Baby: What Children’s Minds Tell Us About Truth, Love, And The Meaning Of Life explains how a child’s ability to construct causal mental maps allow them to then create conceptual “blueprints.” The maps represent the world as they observe it. The blueprints allow them to imagine what they can create which is different. Ethan’s drawing grew out of a compositional research experience which made use of nine squares which he had drawn on, painted, and then arranged. In the process of working, however, Ethan became more interested in the spaces between each square and this drawing is the result.

The Question Of Kindergarten Readiness

The Question Of Kindergarten Readiness

…water and sand, clay and blocks, dolls and dollhouses do not need to be argued for. But…the intellectual values of such play, as explorations of intrinsically worthy subject matter, appears to me to have been typically overlooked. One unfortunate result, I believe,  is that in the majority of our schools (in this case nursery school and kindergarten) such materials have been cast out as unrelated to “pre-reading, pre-writing and and pre-arithmetic.

David Hawkins

As children enter their final year of preschool, parents sometimes begin to wonder if an environment which focuses upon a discourse built around play will leave their child unprepared for the rigors and structure of kindergarten and beyond. Children who have been asked to think, and to explain how they know what they know are better prepared than someone who has memorized material which might seem impressive, but is in fact more often than not of little value, and no real depth. Children who have been guided with care, who value their own strengths and those of others  are more resilient, adaptable, confident, and eager to learn.

A lack of understanding of how the many benefits of play contribute to later success in school and throughout life can undermine our efforts and ultimately our ability to provide the kind of experiences which are most appropriate for young children.

It is critical to the long term survival of all play based, child-centered approaches that every parent and  practitioner who understands the value of open-ended exploration become ever more competent at explaining why we do what we do. Every parent, and teacher, not just the school director director or professor must radiate their love, and deep appreciation for the importance of  play. It is only then that we can truly inspire confidence in other parents, the larger educational community, and legislators.   

All who have seen and understand the many benefits of play, and playful learning need to become articulate, tireless advocates. In recent years, play and support for social and emotional development has lost ground to early academics. We need to campaign for a resurgence of play as a means of making learning deeper and more accessible  at every level of education.  Together we can help to build the foundation for a happier, more thoughtful, harmonious and creative world.

Nurturing Individual Development And Collaboration

Nurturing Individual Development 

And Collaboration

When an individual child’s efforts take place within the context of a group exploration, their work is more likely to be noticed, supported and documented,    often because one child’s response influenced others and was transmitted through the group. If a child’s words or actions do not relate to the investigation being run by the teacher, the discoveries and wonderful ideas are not as likely to be supported or scaffolded to a higher level in any organized way.

Because this so often takes place without being recognized, many Reggio inspired schools do not even see it as a problem. Other Reggio inspired communities, with a slightly different set of priorities understand what sometimes takes place, but feel that de-emphasizing individual achievement is a good thing.

It is the author’s belief that collaborative investigations have the potential to be wonderful experiences (positive, memorable moments) and therefore of great value on many levels. But not every group achieves what is possible. Sometimes this is because of problems in facilitation. Far more frequently, difficulties emerge because the work is not of genuine interest or intrinsically engaging to the children.

Challenges of this nature are often associated with more traditional forms of education, but they can occur in any classroom, even our own.  If children come away from an experience with   a sense of frustration, we must look back on the work more carefully and courageously than ever. Even in a case where a child’s behavior was disruptive, we must look critically at our own words and actions, and then ask what we might have done differently.

Attending to the overall well-being of one’s class requires making  sure that each individual child is getting what they need. The deep desire to provide for every child, including the exceptionally creative is part of our cultural context.

It is possible to meet the needs of individual children, and at the same time move an entire class toward greater and greater collaboration. Focusing questions rather than the more traditional praise upon an exceptional child can help others to engage and soar higher.

If teachers can begin each day anticipating something wonderful taking place at any moment, they will be far more likely to notice the amazing. If teachers are not beginning their day with such a mindset, if they feel too rushed, this works against them. Most will still do their best to be cheerful as children begin to arrive, but their receptivity is often diminished. 

If we are not actively looking for the extraordinary, we are less likely to see it.  Most of the time, the transformation from ordinary to exceptional takes place in a matter of seconds, with one child’s creative response to someone or something. That spark of an idea is frequently emulated and further elaborated by others. Both Piaget and Vygotsky would be quite pleased. 

It is the uniqueness of each child which make group process so rich. Watching for and supporting remarkable individual actions and comments with a “Beautiful Question” (David Whyte, The Conversational Nature Of Reality/ OnBeing.org) or comment may help to propel an exploration to unexpected heights and elevate the thinking of the entire group, and occasionally a whole school community. 

The desire to share one’s thoughts, feelings and discoveries is built  upon the existence of a connection between the members of the group and the teachers, and between the children themselves. Creating and nurturing this bond of openness is a highly nuanced process.